https://padlet.com/claire_reidy/21mmpm3dnpj1 Continuity with and from Aistear en-us 2017-10-16 16:37:42 UTC 2018-05-18 16:47:30 UTC hello@padlet.com jacqueline_fallon1 https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197709204 How does a framework relate to a Curriculum, i.e. in terms of the relationship between Aistear and the PSC.
Would Aistear need to be revised?
How do we think this might translate, be reimagined in the current situation in the primary school - or reimagined for the whole of stage 1?
The 3 stage model would be best in that scenario?
What would happen the Language and the Maths Curriculum?? The need for a two-way process between Aistear and these parts of the Curriculum.
What has been developed will stay, but on the other hand we need to see what future research will tell us>
What do we mean by continuity - pedagogy or other things? What is the overarching vision of the redevelopment, what is the overarching rationale?? These are bits and pieces but these do not necessarily add up to an overarching rationale. Can't answer operational questions until we know what the underpinning/overarching vision is.
This is a tricky space - there are many contradictory/conflicting/unaligned perspectives.
Logistics?? Mixed feelings already on Aistear in schools, don't have the physical environment, and the impact this has on provision. This has a big impact on changing mindsets about practice.]]> 2017-10-17 10:46:21 UTC https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197709204 jacqueline_fallon1 https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197711557 2017-10-17 10:56:13 UTC https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197711557 jacqueline_fallon1 https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197711558 The terminology associated with this stage (framework, areas etc.) has an impact on how all this is understood and conceptualised. Teachers will need these mapped out for them.
Teacher efficacy is very important in e.g. the 3 stage model - this level of change may be over ambitious. The 1999 PSC was more unitary in comparison to current developments. Impact of ITE, teacher capacity.
Would this lead to teachers specialising in a particular stage??  
How is Aistear understood in schools - between schools, within schools, depends on your thoughts as a teachers.
It is likely that it is play that is understood when schools talk about Aisteaar, and it is probably pedagogical continuity that is most prevalent in this discussion.
Where we discuss continuity, this also implies a 'discontinuity' then at a later stage. The 3 stage model is the one going to create the most discontinuity. What is the connecting tissue between the different stages.
The Themes and key skills are very inclusive of children with SEN, and this approach is evident in special schools. Should such an approach be evident in the early years of primary, it would make it more likely that parents would choose mainstream schools for their children as distinct from special schools.]]> 2017-10-17 10:56:14 UTC https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197711558 jacqueline_fallon1 https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197713619 What level of continuity?? For some settings, Aistear would be completely new.
Does a new redeveloped PSC include Aistear or does Aistear lose its name and become part of the PSC. This would be very helpful in schools as it would support its introduction, there would be a single Curriculum and would remove the need to merge.
What is understood by Aistear?
The children would have a similar experience, that teachers would use the same approach as in pre-schools. 
A progression that has clarity, coherence.
It's about not stripping away skills children already have from the pre-school. This is about communicating to teachers that this is coming from Aistear because teachers don't know this.
Is this more about 'this is what good practice looks like'. Are we saying that teachers know about Aistear, or is it about supporting teachers to develop]]> 2017-10-17 11:07:29 UTC https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197713619 jacqueline_fallon1 https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197715934 Continuity is a bigger picture than just informing teachers about Aistear. 
Aistear as a stimulus for change in practice, and the hope is that a new Curriculum would hgave the same effect on practice. If the key skills can be embedded from the start, this could be achieved. Need to avoid content becoming the key component of the Curriculum.
The physical environment in schools having an impact on practice in relation to Aistear. Class size a major factor. Meaningful change will need a reconsideration of the physical environment of schools. On the other hand, spaces are never ideal. Outdoor space also a consideration.
In terms of Aistear Themes, is it envisaged that they will carry through?? Referring back to an earlier point about including Aistear in the PSC, could it be included? 
Is there a possibility of a new, redesigned Framework for the entire ECE sector/infants?? Is this likely to be problemeatic with the ECE sector? Are we talking about some sort of retro fitting of Aistear? What will be the impact of the age profile on Infant classes? This can't be answered with reference to Stage 1 alone - e.g. how different is a curriculum area than a theme based on Aistear? 
ECE defined as under 6, so how does this fit with where children will be in Senior infants? What do we mean by whether or not Aistear is in Stage 1, what this actually means, on the basis of 'What does continuity mean?'
What does 'continuity' mean: different understandings, consistency in values and principles and skills. These can be consistent but expressed differently at different stages. Pedagogy, physical environment, assessment processes for progression,  






]]> 2017-10-17 11:18:44 UTC https://padlet.com/claire_reidy/21mmpm3dnpj1/wish/197715934